Strategies for Strategies for Marketing/Developing Marketing/Developing

Big Sky Pathways Big Sky Pathways MACTE Fall Conference 2009MACTE Fall Conference 2009

David Strong, CTE CoordinatorDavid Strong, CTE Coordinator

Helena School DistrictHelena School District

““The decisions you make about your The decisions you make about your work life are especially important, since work life are especially important, since most people spend more of their most people spend more of their waking lives working than doing waking lives working than doing anything else. Your choices will affect, anything else. Your choices will affect, not only yourself and those closest to not only yourself and those closest to you, but in some way the whole world.”you, but in some way the whole world.”

——Laurence G. BoldtLaurence G. Boldt

"There are costs and risks to a program "There are costs and risks to a program of action, but they are far less than the of action, but they are far less than the long range risks and costs of long range risks and costs of comfortable inaction.“comfortable inaction.“

- John F. Kennedy- John F. Kennedy

Implementation of Big Sky Implementation of Big Sky Pathways - ConsiderationsPathways - Considerations

Create a Vision and Direction that’s Simple and Clear A strategy may be fairly complicated at the highest level but the closer it gets to

the front line the simpler it should be.

Good Planning A good plan is one that is well thought out and is created with input from sources

inside and outside the school.

Great Execution Requires commitment from the very top. This commitment must be demonstrated

through behavior, investment, communication and accountability.

Communicate, Communicate, and Communicate! Communicate continuously using different forums and formats.

Supporting Data for ChangeSupporting Data for Change Dropout Data (GED Demographic Survey)Dropout Data (GED Demographic Survey)

#1 reason – Relevance #1 reason – Relevance #2 reason – Boredom#2 reason – Boredom #3 reason – Didn’t feel part of the school#3 reason – Didn’t feel part of the school

Local Business and Industry SurveysLocal Business and Industry Surveys Post-secondary data Post-secondary data Senior Exit Survey – Example: Life TrackSenior Exit Survey – Example: Life Track Parent OrganizationsParent Organizations Chamber of CommerceChamber of Commerce

Preparing for ChangePreparing for Change

What are the questions you need to be What are the questions you need to be prepared to answer:prepared to answer:

What are Big Sky Pathways?What are Big Sky Pathways? Why do we need pathways?Why do we need pathways? Aren’t pathways a ‘CTE thing’?Aren’t pathways a ‘CTE thing’? Aren’t pathways another name for tracking?Aren’t pathways another name for tracking? My kid is going to college - why would they My kid is going to college - why would they

need pathways in high school?need pathways in high school?

Building the Foundation Building the Foundation

Who in the district will need to have Who in the district will need to have essential understanding prior to essential understanding prior to implementation:implementation:

AdministratorsAdministrators Counselors Counselors TeachersTeachers Parents Parents StudentsStudents

Communicating the VisionCommunicating the Vision

Presentations – formal and informalPresentations – formal and informal

Staff MeetingsStaff Meetings Parent OrganizationsParent Organizations Community EventsCommunity Events CounselorsCounselors Academic/CTE Advisory CommitteesAcademic/CTE Advisory Committees

Involving Academic TeachersInvolving Academic Teachers

Clear communication that pathways are Clear communication that pathways are for for ALLALL students students

Involve academic teachers in planningInvolve academic teachers in planning What are the obvious connections What are the obvious connections

between core academics and pathways?between core academics and pathways? How can pathways support and enhance How can pathways support and enhance

academics?academics?

Strategies for Academic IntegrationStrategies for Academic Integration

Develop model plans of study with Develop model plans of study with representation from all content areas – representation from all content areas – centered around Knowledge and Skills centered around Knowledge and Skills

Create a process so that all curricular Create a process so that all curricular areas are involved in developing plans of areas are involved in developing plans of study (Pathway Teams)study (Pathway Teams)

http://www.careerclusters.org/resources/web/ks.phphttp://www.careerclusters.org/resources/web/ks.php

Strategies for Academic IntegrationStrategies for Academic Integration

Consider using assessments to tie in Consider using assessments to tie in foundational knowledge needed by all foundational knowledge needed by all students to career pathwaysstudents to career pathways

Example: Example: ACT WorkKeysACT WorkKeys

Job skills assessment system developed Job skills assessment system developed by ACT by ACT

Measures “real world” foundational skillsMeasures “real world” foundational skills Skills that employers have identified as Skills that employers have identified as

most important for any occupationmost important for any occupation Locating InformationLocating Information Reading for InformationReading for Information Applied MathematicsApplied Mathematics

WorkKeys uses a common language and WorkKeys uses a common language and measurement system to communicate:measurement system to communicate:

1.1. the basic skill levels necessary for careers the basic skill levels necessary for careers and post-secondary training, and and post-secondary training, and

2.2. the skill levels a person actually has, the skill levels a person actually has, based on objective, standardized skill based on objective, standardized skill assessments.assessments.

Three basic parts of WorkKeys:Three basic parts of WorkKeys: Job ProfilingJob Profiling – identifies the skills required for – identifies the skills required for

a joba job AssessmentAssessment – identifies students current skill – identifies students current skill

levelslevels Skills Gap TrainingSkills Gap Training – helps students – helps students

strengthen skills in weak areasstrengthen skills in weak areas

http://www.act.org/workkeys/index.html

Benefits for teachers/studentsBenefits for teachers/students1.1. Helps identify gaps between student skills Helps identify gaps between student skills

and employment needsand employment needs

2.2. Gives teachers a chance to align curriculum Gives teachers a chance to align curriculum (English, Math, Social Studies) with job skills (English, Math, Social Studies) with job skills employers needemployers need

3.3. Gives students a reason to take academic Gives students a reason to take academic coursework seriously (relevance) coursework seriously (relevance)

4.4. Helps teachers connect academics and CTEHelps teachers connect academics and CTE

Helena Public Schools WorkKeysLocating Information Results Incoming Freshman

2009-2010

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Performance Levels

Per

cen

t S

tud

ents

per

Per

form

ance

Lev

el

CRA 10% 27% 58% 5% 0%

HMS 12% 29% 50% 8% 0%

EVMS 14% 35% 46% 4% 0%

All 11% 29% 53% 6% 0%

Below 3 Level 3 Level 4 Level 5 Level 6

Shown here are the ACT WorkKeys assessment results from Spring 2009 in locating information for incoming freshman students. The results reported are the percentage of students performing at the skill levels based on WorkKeys job profiles.

Skills Gap Training for WorkKeysSkills Gap Training for WorkKeys

WIN Curriculum – FREE to all Montana schools WIN Curriculum – FREE to all Montana schools for the next 2-years through DLI and Gov. Officefor the next 2-years through DLI and Gov. Office

Web Based Web Based Students take pre-assessment and begin at their Students take pre-assessment and begin at their

current skill level current skill level http://montana-mt.wincshost.com http://montana-mt.wincshost.com Contact:Contact:

Barbara ThomasBarbara Thomasbthomas@w-win.combthomas@w-win.com615-225-8497 – wk615-225-8497 – wk615-631-5576 - cell615-631-5576 - cell

Career Guidance/PlanningCareer Guidance/Planning

Who’s responsible for pathways Who’s responsible for pathways implementation – counselors, teachers, implementation – counselors, teachers, administrators? administrators?

Paradigm shift from “counselors job” to Paradigm shift from “counselors job” to “everyone’s job”. “everyone’s job”.

Schools need comprehensive systemsSchools need comprehensive systems Career awareness, exploration, planning Career awareness, exploration, planning

Career Guidance/PlanningCareer Guidance/Planning

Components should include at a minimum:Components should include at a minimum: Career AwarenessCareer Awareness Career ExplorationCareer Exploration Career Planning (4-year plan)Career Planning (4-year plan) Portfolio Assessments with standardsPortfolio Assessments with standards Access to model Plans of Study (Big Sky Access to model Plans of Study (Big Sky

Pathways)Pathways) Access to labor informationAccess to labor information Access school information and financial aidAccess school information and financial aid

Career Guidance/PlanningCareer Guidance/Planning

Examples include:Examples include: MCISMCIS BridgesBridges KuderKuder Career Cruising Career Cruising

www.careercruising.comwww.careercruising.com

Career Guidance/PlanningCareer Guidance/Planning

Considerations:Considerations: Does it have necessary componentsDoes it have necessary components Ease of implementationEase of implementation Ease of management/administrationEase of management/administration CostCost Customization features (Big Sky Pathways)Customization features (Big Sky Pathways) LongevityLongevity

Questions/Comments?Questions/Comments?

Contact InformationContact Information

David Strong, Helena Public SchoolsDavid Strong, Helena Public Schools

815 Front Street815 Front StreetHelena, MT 59601Helena, MT 59601

406-324-2133406-324-2133

dstrong@helena.k12.mt.us dstrong@helena.k12.mt.us